A criança com Síndrome de Asperger na educação infantil : um estudo de casos

• Autor(a) principal: Gonring, Vilmara Mendes
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/1154
• topic: Special education; School inclusion; Asperger Syndrome; Pedagogical practice; Práticas pedagógicas; Educação; Educação especial; Inclusão escolar; Prática de ensino; Asperger, Síndrome de; 37

This study aims at understanding the pedagogical actions taken by a municipal school in the City of Vitoria, ES, Brazil regarding the school inclusion process of a child with Asperger Syndrome in the elementary school setting. The study relied on theoretical contributions of the historical-cultural matrix studies and authors dedicated to studying childhood, such as Kramer, Sarmento and Aries, among others, as well as researchers interested in investigating the premises of Special Education from an inclusive perspective. As theoretical-methodological basis, it is grounded on ethnographic case-study, which advocates that, through scientific research, it is possible to produce knowledge about social reality. The investigation was carried out in a municipal elementary school in the City of Vitoria, ES, Brazil, involving a child with Asperger Syndrome, teachers, pedagogues, school principal and the child's parent (or guardian). Data gathering took place between March 2013 and September 2013. The researcher was once or twice a week in the field, participating in class observation, class planning and teacher continuing education, as well as observing informal moments such as entrance, break time and leaving. The study was organized in four lines: a) actions implemented in favor of the school inclusion process for students with Asperger Syndrome in the preschool setting; pedagogical plan adopted by CMEI “Alegria da Cinderela”: Space for planning classes, training and use of pedagogical support for school inclusion; C) conceptions by professionals involved in the study and by the family, regarding Asperger Syndrome; d) main possibilities and/or difficulties found by the school in the learning-teaching process of a child with Asperger Syndrome. The results show the importance of thinking about these children as individuals with the right and capability to learn; the need of investing on initial and continuing education of teachers, so as students have higher chances of learning; urgency of teachers to take school inclusion as an ethical movement committed to education and recognition of human diversity/difference; recognition of elementary school everyday life as a rich space for children to develop and produce knowledge with their peers through teaches’ pedagogical mediation